Examination Of Method To Improve Senior Secondary School Student’s In The Performance Of Oral English

Project and Seminar Material for English Education

Examination Of Method To Improve Senior Secondary School Student’s In The Performance Of Oral English


Abstract


This study was carried out on the method to improve senior secondary school students in the performance of Oral English using some selected secondary schools in Aba Abia State as a case study. The survey design was adopted and the simple random sampling techniques were employed in this study. The population size comprise of English Language teachers in the 20 secondary schools in Aba, Abia State. In determining the sample size, the researcher purposefully selected 39 respondents and 35 were validated. Self-constructed and validated questionnaire was used for data collection. The collected and validated questionnaires were analyzed using frequency tables, and mean scores.

The result of the findings reveals that lack of qualified teachers contribute to students poor performance in Oral English. The study also revealed that the use of inappropriate techniques in teaching Oral English contribute to students poor performance in Oral English. Furthermore, the possible methods through which students academic performance in Oral English can be improved include the use of repetition method of teaching, the use of minimal pairs, instructional games, short dialogues, and the application of stress and intonation in the teaching process.

Therefore, it is recommended that Oral English teachers should take time to expose their students to a well-planned variety of activities using the appropriate techniques. And the most appropriate and effective method of teaching Oral English should be incorporated as an essential part of the teacher-training programme. In this way, the pre-service teachers who will teach Oral English to students will understand how to use those technique to improve students’ performance in Oral English.


Chapter One


Introduction

1.1 Background of the Study

The teaching and learning of the English language involve four skills. These are listening, speaking, reading and writing. Elugbe (2000) states that of the four language skills, listening and speaking receive less attention in many Nigerian schools from the primary to tertiary institutions. Some education planners, implementers or the classroom teachers seem not to realize that each of these language skills is a component of the language itself. According to Ogugua (2006), a deficiency in one of them contributes negatively to one’s proficiency in another component and, in the long run, the entire language.

Oral English, as the spoken component is commonly called in Nigerian schools, is an important aspect of the English Language. According to Idowu, Segbesan, Adofo, Burgess and Burgess (2003), OralEnglish is an important paper in the West African School Certificate English Language Examination. It should, therefore, be taken as seriously as the other two papers. However, Oral English is not given adequate attention in the classroom. Elugbe (2000) states that in many schools, it is introduced to students belatedly. Even after it has been introduced, its teaching lacks the use of different techniques, thereby resulting to students’ poor performance. According to Ogugua (2006), the students are rarely exposed to short dialogues, conversations, narratives etc., which will help them to practice and internalize what they are being taught.

The skills needed for good performance in Oral English is not the exclusive monopoly of the phoneticians. These skills (recognition of phonetic symbols, proper articulation of sounds, application of stress and intonation etc.) are also accessible to everyone who needs to communicate a message to someone else through speech. Unfortunately, many students have been unable to acquire the skills needed to enable them perform well in Oral English. The result is their poor performance in Oral English. According to Chief Examiner’s report (2005), candidates had difficulty in answering questions on sound systems and this led to their poor performance in Oral English, which eventually affects their performance in the English language in general. According to Achebe (1994), the quality of the English language spoken in Nigeria has been falling rapidly and will fall more dramatically in the next few years.

This is practically because Oral English is not given adequate attention in classroom teaching. Stressing further on students’ poor performance in Oral English, Eyisi (2002) asserts that Oral English seems to be at the center of our education woes. Certainly, the concern is not only about the apparent students’ poor performance in the English language as a subject of study per se but generally their poor communication skills and the resultant fallen/falling standard of education in all areas of enquiry. Again, the poor performance of students in Oral English is caused by the students’ inadequate exposure to Oral English in their secondary schools. This is because teachers still place more emphasis on written English thereby denying students the instruction and practice in Oral English. From the foregoing, it is clear that the teaching and learning of Oral English has suffered greatly in the senior secondary schools. This leads to students’ poor performance in Oral English, which in turn affects their performance in the English language in general. In the light of the above, this study focuses on the examination of method to improve senior secondary school students in the performance of Oral English.


1.2 Statement of the Problem

The English language is Nigeria’s official language. It is the medium through which Nigerians interact with the outside world. It is also a core subject in Nigerian secondary schools. Oral English is an important aspect of the English language. However, the teaching and learning of Oral English has been faced with several problems. Some of such problems include, lack of qualified teachers, teachers’ use of inappropriate techniques in teaching Oral English in senior secondary schools, inadequate provision of teaching materials, students lack of interest(Melta, 2013). The result is that many senior secondary school students are unable to acquire the skills needed to enable them perform well in Oral English(Menya, 2017). Their inability to acquire the skills therefore, leads to their poor performance in Oral English, which eventually affects their performance in the English language in general. Hence, in the light of the above, there has been much concerns on the possible ways through oral English can be taught effectively so as to improve students academic performance in the subject. However, previous researches have not been specifically focus on providing this solution. Hence, this study tends to the methods to be used so as to improve senior secondary school students in the performance of Oral English.


1.3 Objectives Of The Study

The overall aim of this study is to critically examine the method to improve senior secondary school students in the performance of Oral English. Hence, the study will be channeled to the following specific objectives;

  1. Ascertain whether lack of qualified teachers contribute to students poor performance in Oral English.
  2. Ascertain whether use of inappropriate techniques in teaching Oral English contribute to students poor performance in Oral English.
  3. Identify possible ways through which students academic performance in Oral English can be improved.

1.4 Research Question

The study will be guided by the following questions;

  1. Does lack of qualified teachers contribute to students poor performance in Oral English?
  2. Does the use of inappropriate techniques in teaching Oral English contribute to students poor performance in Oral English?
  3. What are possible methods through which Oral English can be effectively taught in secondary schools?

1.5 Significance of the Study

This study which tries to find out the method to improve senior secondary school students in the performance of Oral English is hoped to provide succour for Oral English teachers by empirically providing an instructional technique that will improve students’ achievement in Oral English. This is very important because the use of a teaching technique that appeals to the students will increase the learners’ active participation in the lesson which consequently leads to an overall improvement of students’ performance in Oral English.

It is hoped that the findings of the study will enhance the teachers’ achievement of the objectives of the lesson in Oral English. Additionally, subsequent researchers will use it as literature review. This means that, other students who may decide to conduct studies in this area will have the opportunity to use this study as available literature that can be subjected to critical review. Invariably, the result of the study contributes immensely to the body of academic knowledge with regards to the method to improve senior secondary school students in the performance of Oral English.


1.6 Scope of the Study

This study is structured to generally examine the method to improve senior secondary school students in the performance of Oral English. However, the study will further ascertain whether lack of qualified teachers contribute to students poor performance in Oral English, ascertain whether use of inappropriate techniques in teaching Oral English contribute to students poor performance in Oral English, and identify possible ways through which Oral

English can be effectively taught in secondary schools.

This study will be delimited to some selected secondary schools in Aba Abia State.


1.7. Limitations of the Study

In the course of carrying out this study, the researcher experienced some constraints, which included time constraints, financial constraints, language barriers, and the attitude of the respondents.

In addition, there was the element of researcher bias. Here, the researcher possessed some biases that may have been reflected in the way the data was collected, the type of people interviewed or sampled, and how the data gathered was interpreted thereafter. The potential for all this to influence the findings and conclusions could not be downplayed.

More so, the findings of this study are limited to the sample population in the study area, hence they may not be suitable for use in comparison to other schools, local governments, states, and other countries in the world.


1.8 Definition of Terms

English:

The language, originally of England, now spoken in many countries and used as a language of international communication throughout the world.

Language:

Use of words in agreed way as means of human communication.

Teaching:

Guidance or training given to someone.

Students:

A school pupil or a person studying at a place of higher education

Secondary School:

Level of education that comes after the basic or results from the primary education.


Chapter Five


Summary, Conclusion and Recommendation

5.1 Summary

In this study, our focus was on the method to improve senior secondary school students in the performance of Oral English using some selected secondary schools in Aba Abia State as a case study. The study is was specifically carried out to ascertain whether lack of qualified teachers contribute to students poor performance in Oral English, ascertain whether use of inappropriate techniques in teaching Oral English contribute to students poor performance in Oral English, and identify possible ways through which students academic performance in Oral English can be improved.

The study adopted the survey research design and randomly enrolled participants in the study. A total of 35 responses were validated from the enrolled participants where all respondent were English Language teachers in the 20 secondary schools in Aba, Abia State.


5.2 Conclusion

Based on the findings of this study, the researcher concluded that;

  1. Lack of qualified teachers contribute to students poor performance in Oral English.
  2. The use of inappropriate techniques in teaching Oral English contribute to students poor performance in Oral English.
  3. The possible methods through which students academic performance in Oral English can be improved include the use of repetition method of teaching, the use of minimal pairs, instructional games, short dialogues, and the application of stress and intonation in the teaching process.

5.3 Recommendation

Based on the responses obtained, the researcher proffers the following recommendations:

  1. Oral English teachers should take time to expose their students to a well-planned variety of activities using the appropriate techniques.
  2. The most appropriate and effective method of teaching Oral English should be incorporated as an essential part of the teacher-training programme. In this way, the pre-service teachers who will teach Oral English to students will understand how to use those technique to improve students’ performance in Oral English.
    The Federal and State Ministries of Education, Universal Basic Education Boards, Institutions and Colleges that train these teachers should organize enlightenment programmes, workshops and seminars for teachers to create awareness and to sensitize them on the need to use the the outlined techniques in teaching students Oral English.
  3. Finally, teachers should make learning student-centred and not teacher-centred. They should ensure that students are actively involved in the learning activity by ensuring their active participation. Lessons should be organized in such a way that students can bring their own related experience to bear on the lesson and thus become actively involved in the learning process.

Examination Of Method To Improve Senior Secondary School Student’s In The Performance Of Oral English


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Examination Of Method To Improve Senior Secondary School Student’s In The Performance Of Oral English


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Frequently Asked Questions


How to prepare for OCO level oral?

O Level oral is from 13-27 Aug. If you are one of the students taking the test next week, best of luck! Here are some quick tips. 1. Organise your thoughts. Some students tend to have scattered thoughts. Often the questions are like argumentative essays. Take a stand, provide one point + evidence + elaboration, followed by the next.

What are the factors affecting students’ academic performance in English language?

Students’ infrequent use of English language at school and home, large class size, teachers’ responsibilities, poor conducive teaching and learning environment in the classrooms, limited home support environment and poverty are among the factors that affecting students’ academic performance in English Language. 

How does self-commitment to studies define the performance of students?

In the study by Ogundele, Kola and Olanipekun (2014), self-commitment to studies is one reason defining the performance of students. A less committed student is likely to have a poor performance, and vice versa. …

Why is the teaching method regarded as more effective?

The teaching method is regarded more effective since it does not centralize the flow of knowledge from the lecturer to the student (Lindquist, 1995).The approach also motivates goal-orientated behaviour among students, hence the method is very effective in improving student achievement (Slavin, 1996). 

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